Citation

What’s in a Song? Exploring the Analytical-Creative Learning Process in Indigenous Kenyan Children’s Songs

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Abstract:

Past research on indigenous Kenyan children’s songs focused on content and its usage for music and cultural education (Akuno, 1997; Andang’o, 2009). These songs were found to be a rich source of information for the acquisition of music knowledge and development of skills, proving to be useful material for multi-cultural education. They were found to be particularly useful in enhancing learning in environments with learners of mixed-cultures. Song, as a phenomenon, is recorded to be a powerful tool for communication. As music, it is a catalyst for behavior change. Abundant in children’s daily experiences, it is an accessible tool for education. Following the development of the Rhythm-Interval Approach (Akuno, 1997) for teaching music to 6 – 8 years old children, this workshop proposes to explore the analytical-creative learning process inherent in children’s music performance as a tool for facilitating transformative education. The principles behind the process are drawn from qualities of indigenous children’s songs. They are explored, leading to a 5-step procedure that uses the song material for skill and concept development. It is aimed at encouraging and enhancing learners’ participation in listening, performing, and creating music through the application of what they derive from the experience of music.

Most Common Document Word Stems:

music (63), learner (33), learn (26), activ (23), song (22), use (18), concept (17), bar (17), 2 (14), develop (13), akuno (12), 1 (12), perform (12), children (12), 4 (11), creat (10), 5 (10), skill (9), experi (9), respons (9), indigen (8),
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Association:
Name: ISME World Conference and Commission Seminars
URL:
http://www.isme.org/


Citation:
URL: http://citation.allacademic.com/meta/p397304_index.html
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MLA Citation:

Akuno, Emily. "What’s in a Song? Exploring the Analytical-Creative Learning Process in Indigenous Kenyan Children’s Songs" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, Aug 01, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p397304_index.html>

APA Citation:

Akuno, E. A. , 2010-08-01 "What’s in a Song? Exploring the Analytical-Creative Learning Process in Indigenous Kenyan Children’s Songs" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China Online <PDF>. 2014-11-27 from http://citation.allacademic.com/meta/p397304_index.html

Publication Type: Workshop/Demonstration
Review Method: Peer Reviewed
Abstract: Past research on indigenous Kenyan children’s songs focused on content and its usage for music and cultural education (Akuno, 1997; Andang’o, 2009). These songs were found to be a rich source of information for the acquisition of music knowledge and development of skills, proving to be useful material for multi-cultural education. They were found to be particularly useful in enhancing learning in environments with learners of mixed-cultures. Song, as a phenomenon, is recorded to be a powerful tool for communication. As music, it is a catalyst for behavior change. Abundant in children’s daily experiences, it is an accessible tool for education. Following the development of the Rhythm-Interval Approach (Akuno, 1997) for teaching music to 6 – 8 years old children, this workshop proposes to explore the analytical-creative learning process inherent in children’s music performance as a tool for facilitating transformative education. The principles behind the process are drawn from qualities of indigenous children’s songs. They are explored, leading to a 5-step procedure that uses the song material for skill and concept development. It is aimed at encouraging and enhancing learners’ participation in listening, performing, and creating music through the application of what they derive from the experience of music.


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